Joanne Smith

Purpose: There is evidence that students’ experiences in Higher Education (HE) can be adversely affected by mental health issues, whilst wellbeing can be bolstered through a sense of belonging. This study draws from Student Minds research into student mental health to consider the importance of peers to constructing a sense of belonging.
Design / Methodology / Approach: This paper draws from a thematic review of 12 focus groups - involving student services staff in six UK Universities (69 Participants) - conducted as part of the consultation and creation of the Student Minds University Mental Health Charter (2019). The schedule considered student support, service structures, and developments to enhance student wellbeing and manage mental health risks.
Findings: A significant theme explored here is the positionality of student peers in terms of relatability, and the importance of orientation and belonging for student mental health and wellbeing. The findings also consider types of peer involvement (formal / informal), and the influence of structure, training and boundaries in interventions Originality / Value: Findings reveal the importance of feeling a sense of belonging in the university community to achieve wellbeing and good mental health. Peer support is an important contributor that supports transitions into university and creates a sense of belonging, which is important to all students, but more so to those less familiar with university, who lack role models and more easily feel isolated.

This article explores the transformative experiences of ten mature, female, widening participation students, and their families, as they merged higher education (HE) study into the home to manage diverse demands. Set in a university in Northwest England, this smallscale, qualitative approach, influenced by social constructionism and feminism, incorporated semi-structured interviews (10) and a focus group. It explores experiences of work-life balance (WLB) and wellbeing as HE study was added to daily life and merged into the home sphere. The findings reveal the benefits of home-based study and work-based learning for mature learners with varied responsibilities. The women developed academically and practically, and transformed as they experienced university life to gain an increased sense of belonging, which normalised university attendance in households, a change here referred to as the 'learning family'.

A diagnosis of type 1 diabetes mellitus often comes as a shock and can be difficult for the patient to accept. When arriving during the already challenging adolescent period, this can be particularly difficult. This article explores the impact of a diagnosis during this time and offers suggestions to improve the care provided to this unique group of patients. It considers the complex nature of the condition and the challenges of day to day management for young people. There is limited research which solely focuses on the timing of a type 1 diabetes diagnosis; therefore, these findings add an insight into the experience for those who are diagnosed during those critical adolescent years. This will allow nurses and other healthcare professionals to consider the factors which are important in terms of improving the care of this group of patients.

In this article, we considered women’s experiences of undertaking Higher Education (HE) study (Foundation Degree in Early Years (EY)) drawing on research based in the North of England, UK. The study, informed by a social constructionist approach, explored ten women’s experiences of work-life balance and well-being alongside Higher Education (HE) study through semi-structured interviews. A focus group explored women’s personal perceptions of work-life balance and well-being. The findings were analysed thematically and we argue that the formation of a third sphere of commitment (HE study) disrupted WLB and created some disequilibrium, which impacted upon the women’s well-being. The women underwent a transformative process as initial academic inexperience and lack of belonging in University was replaced by confidence and student identity. This transformation was made possible through personal adaptations, diverse strategies and motivation that indicated individual and collective resilience. One noticeable strategy involved the overlapping of commitment spheres, including HE study taking place at home.
While being challenging to manage, this contributed to an important cultural shift as study became normal for households, creating the ‘learning family’.

The period of adolescence and a diagnosis of type 1 diabetes increase the risk of eating disorders, and specifically disordered eating behaviours, which have a significant impact on blood glucose levels and can result in short- and longterm complications. The necessary focus on dietary intake, portion precision and carbohydrate counting as part of the management of their diabetes can result in adolescents developing a fixation on food, a negative body image, and ‘dialbulimia’.
Eating disorders are common in girls but also occurs in boys and is often under recognised.
This article describes the links between body image and disordered eating behaviours and considers how recognition and treatment can be improved in practice.

This literature review considers the personal and practice implications of type 1 diabetes amongst adolescents. The review is part of a wider Post Graduate study and here 25 largely qualitative articles are critically considered. The selection process and thematic review lead to the identification of the themes: ‘social and emotional transition’ and ‘service related transition’. Social and emotional transition relates to the experiences of adolescents diagnosed with type 1 diabetes. These included increased risk of anxiety, depression and eating disorders which were exasperated during the challenging adolescent period. The service related transition refers to this vulnerable group not fitting well into child or adult services and the added pressures of managing the move from one to another.
This included expectation of increased autonomy and problems of poor self-management. There are some examples of positive practice found in this review largely grounded in improved personal and service transition. The review considers problems encountered and informs professionals of gaps in practice, encompassing the distinct difficulties adolescents with type 1 diabetes may experience.

In the UK there are an estimated 850 000 people living with dementia. The condition costs the NHS £26 billion each year and it is estimated that this amount will treble over the next 30 years. Thus, there is a need for health and social care staff to be increasingly competent in the delivery of care to those living with dementia. The education of staff will improve knowledge and build capability to support and care for individuals with dementia. This research involved 44 assistant practitioners who shared opinions about their preparation for practice in dementia care. Focus groups and questionnaires were used to collect data that were then thematically analysed. The research also considered the assistant practitioner role in relation to workforce development. Key themes were ‘training, awareness and knowledge associated with dementia care’ and ‘the perceptions of the assistant practitioner regarding confidence to support individuals with dementia’. There was role and responsibility protection from staff, for example, doctors and nurses were reluctant to delegate duties to the assistant practitioner. Participants' commentary indicated, however, that they were competent to support service users with dementia, although there were gaps in their experiences. The case study demonstrated the positive achievement of partnership working between a higher education institution and the workplace, which supported the assistant practitioners' learning and development.

This article outlines the development of the assistant practitioner role within a primary care setting and the experiences of 5 trainee assistant practitioners undertaking a foundation degree in health and social care delivered by the University of Bolton. The article will examine the changes in staff skill mix within general practice, and how the assistant practitioner role aims to contribute to the efficacy of services, improve patient access, and continuity of care. Furthermore, it will explore how it is offering career progression for healthcare assistants, in line with the Skills for Health (2015) skills escalator. A focus group methodology was used to gather the views of the trainee assistant practitioners at the end of their university programme and about to enter their new role. They were asked to reflect on the benefits of their learning and competency development, considering how their role has changed and will change in the future.

Palliative and end-of-life care must be a multidisciplinary approach and can be delivered in a range of settings. As the population ages, many older people who need palliative and end-of-life care may receive this care in a nursing home. The place a person spends their last few days varies, with most people wishing to die at home, whether that be living and dying in their own home or in a nursing or residential home (Age UK, 2010; Munday et al, 2007).
The final article in this series of 4, with the 3 former looking at hospice care, hospice at home and day care (Brown and Smith, 2012a, b, c), will explore the role of the assistant practitioner (AP) in this environment. It will look at the way in which services are responsive to an ageing population and the issues of ageing, also the importance of creating a workforce that can meet this need.
Furthermore, consideration will be given to the importance of good-quality care at the end of a person's life within a nursing home setting. Legal and ethical issues will also be examined. There will also be examination of the course that has been developed around end-of-life Care, and comments from a student about her experience.